Engineering Education: Frankly, We Do Give a D*mn
June 23 - 26, 2013
Atlanta, Georgia
Conference Overview
The ASEE Annual Conference and Exposition is the only conference dedicated to all disciplines of engineering education. It is committed to fostering the exchange of ideas, enhancing teaching methods and curriculum, and providing prime networking opportunities for engineering and technology education stakeholders such as deans, faculty members and industry and government representatives.
The ASEE Annual Conference & Exposition hosts over 400 technical sessions, with peer-reviewed papers spanning all disciplines of engineering education. Attendees include deans, faculty and researchers, students, and retirees. Distinguished lectures run on Wednesday, and there are two Main Plenaries. In addition to various award receptions and banquets, ASEE also will feature a complimentary "Meet the Board Forum," providing the opportunity for all registrants to meet with members of the ASEE Board of Directors and discuss current issues in engineering and technology.
Highlights include the "Greet the Stars" orientation for new ASEE members and first-time conference attendees, the ASEE Division Mixer, and the "Focus on Exhibits" Welcome Reception, Brunch, Ice Cream Social and Closing Lunch. The 2013 conference will be in Atlanta, Georgia at the Georgia World Congress Center (GWCC) and the Omni Hotel at CNN Center. We look forward to welcoming you there.
- Watch videos and highlights from the conference on ASEE TV
-
ASEE 2013 Program Guide
(PDF: 40MB) - Conference Blog
- Online Session Locator
- 2013 Annual Conference Papers
- Annual Conference Highlights
- Exhibiting Companies
- Sponsors
Conference Highlights
Monday, June 24
Georgia World Congress Center, B-Thomas Murphy Ballroom
8:45 am - 10:15 am
The Main Plenary is traditionally the most highly anticipated session at the ASEE Annual Conference, with more than 2,000 attendees enjoying this important keynote address. Join your friends, colleagues, and industry partners for the official kickoff of the 120th Annual Conference and Exposition.
In what promises to be a thought-provoking talk, Al Gomez describes the perils and opportunities confronting higher education today: By 2020, a decline in white and African American enrollment could mean billions of dollars in losses. Yet institutions could reap even greater sums by making higher education more accessible to a growing population of Hispanic, Asian, and Native American students. These cost-conscious students will go where it makes the most sense, but will need multiple pathways to success, including for late bloomers. Drawing examples from Wisconsin, Gomez urges a removal of barriers to exploring STEM careers; increased emphasis on STEM for all learners; closer coordination between K-12 and higher education systems, and stronger connections between two- and four-year colleges.
Moderated by Walter W. Buchanan, President, ASEE
Plenary Speaker:
Al Gomez
Chief Academic Officer, The STEM Academy, Inc.
Alan Gregory Gomez, Ph.D, is currently the Chief Academic Officer for the STEM Academy. He is also an instructor at the University of Wisconsin in the College of Engineering. Dr. Gomez is responsible for the development and continuous improvement of the STEM Academy's internationally recognized k-16 curriculum and professional development program. Dr. Gomez has published materials in professional journals and in the Proceedings for the American Society for Engineering Education (ASEE) and presented in over 40 states at major conventions and conferences. Alan has reviewed for the ASEE conference proceedings and the National Science Foundation.
Dr. Gomez sat on the National Academy of Engineering’s committee that is charged with “Understanding and Improving K-12 Engineering Education in the United States”. Alan is a former NASA Astronaut Selection Candidate and is the principal author of "Engineering Your Future: A Project-Based Introduction to Engineering" and of "Survey of Engineering," textbooks for use at the college freshman/high school and middle school levels, respectively. Alan holds degrees from the University of Wisconsin-Stout and the University of Wisconsin-Madison. Dr. Gomez has taught at several locations including Fort Worth, TX, Minneapolis, MN, and Madison, WI including five years as a Coordinator.
T304 - Main Plenary II - Best Paper Recognition & Industry Day Session: Corporate Member Council Speaker
Tuesday, June 25
Georgia World Congress Center – Thomas Murphy Ballroom
10:30 am – Noon
The Main Plenary II is scheduled to feature presentations from a Corporate Member Council Industry Leader and ASEE President-elect Kenneth F. Galloway, and recognition of the Best Paper Award Winners from 2012. These include winners of the Best PIC Paper and Best Zone Paper awards.
Moderated by Kenneth F. Galloway, President-Elect, ASEE
Corporate Member Council Industry Leader speaker:
Alan Todd, CEO
Alan Todd is the CEO of CorpU, the world's leading corporate university research and executive education company.
Appointed by Pennsylvania Governor Tom Corbett to the Higher Education Commission, Mr. Todd helped lead efforts to improve college access and affordability in PA. Mr. Todd also serves at the University of Pennsylvania as a Wharton Entrepreneur-In-Residence, a lecturer at the Penn Graduate School of Education, and as a member of the Education Innovation Board at Arizona State University.
Prior to joining CorpU, Mr. Todd was chairman and CEO of KnowledgePlanet, a company he founded that helped launch the Online Learning revolution and grew to serving millions of people in over 150 countries. He was named Inc. Magazine / Ernst & Young Entrepreneur of the Year for High Technology. Mr. Todd served on the Board of Trustees and is a Rabinowitz Fellow at Dickinson College. He is also a trustee and founding member of The Harrisburg University of Science and Technology. He completed his doctoral coursework and holds a master's degree from The Graduate School of Education and The Wharton School of Business from the University Of Pennsylvania, and has a bachelor's degree from Lock Haven University.
NATIONAL OUTSTANDING TEACHING AWARD
Yacob Astatke, Associate Chair Electrical and Computer Engineering at Morgan State University
BEST PAPER, PIC I
Ted Eschenbach, University of Alaska, Anchorage; Neal A. Lewis, University of Bridgeport; and Yiran Zhang, University of Bridgeport
Paper: When to Start Collecting Social Security: Designing a Case Study
Session: M630 – Methods, Cases, and Directions
BEST PAPER, PIC II
Tiffany Fisher, Indiana University-Purdue University, Indianapolis; Wanda L. Worley, Indiana University-Purdue University, Indianapolis; and Eugenia Fernandez, Indiana University-Purdue University, Indianapolis
Paper: Using Web 2.0 and Social Networking Technologies in the Classroom: A Comparison of Faculty and Student Perceptions
Session: W536A - Engineering Technology Futuristic Planning
BEST PAPER, PIC III
Teodora Rutar Shuman, Seattle University, and Gregory Mason, Seattle University
Paper: Novel Approach to Conducting Labs in an Introduction to Thermodynamics Course
Session: T126 - Energy Education Courses, Labs, and Projects
BEST PAPER, PIC IV
Michael Fosmire, Purdue University, West Lafayette and David F. Radcliffe, Purdue University, West Lafayette
Paper: Knowledge-enabled Engineering Design: Toward an Integrated Model
Session: T633 – Information Literacy in Context: Enabling Real World Problem Solving
BEST PAPER, PIC V
Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; and Leslie K. Pendleton, Virginia Tech
Paper: The Effect of Cooperative Education on the Self- Efficacy of Students in Undergraduate Engineering
Session: W419 - What Are We Learning About Co-op and Experiential Education Experience?
BEST ZONE PAPER
William C. Farrow, Milwaukee School of Engineering
Paper: Project Cam-A-Rok, Engaging Mechanical Engineering Freshmen
Session: M621 - Best Zone Paper Competition
BEST CONFERENCE PAPER
Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; and Leslie K. Pendleton, Virginia Tech
Paper: The Effect of Cooperative Education on the Self- Efficacy of Students in Undergraduate Engineering
Session: W419 - What Are We Learning About Co-op and Experiential Education Experience?
FEATURING: CORPORATE MEMBER COUNCIL KEYNOTE SPEAKER
Wednesday, June 26 10:30 am - Noon
Sponsored by Engineering Libraries Division
Session Description
Engineers have been at the forefront of two movements for change inspired by the Internet’s growth: the movements for Open Access and the Open Educational Resources. They were launched by advocates who realized that the open web is the best platform for sharing the results of scientific and scholarly research and the resources used for learning in both formal and informal settings. MIT, Rice University, Carnegie Mellon University and others have played leading roles in promoting use of the open Internet. The past decade has seen significant progress for both movements, but much work remains to be done before the Internet’s full potential for improving scholarly communication and the use of educational resources has been realized. In particular, intellectual property issues have loomed large.
Professor Carroll will describe the goals of each movement, their history to date, and the possibilities and challenges that lie ahead for better adapting scholarly and educational publishing to the Internet’s potential. As an expert in intellectual property law, he will explain the role of the law in current publishing practices and how open licenses are critical components of both Open Access and Open Educational Resources. His talk will also discuss the relationship between the research literature and the materials used in massively open online courses (MOOCs) that have grown rapidly in the past year. The talk should be of interest to any engineer engaged in teaching or research.
Michael Carroll
Professor of law and director of the Program on Information Justice and Intellectual Property at American University Washington College of Law.
Michael Carroll’s research and teaching specialties are intellectual property law and cyberlaw, focusing on the search for balance over time in the face of challenges posed by new technologies. He is a founding member of Creative Commons Inc., a global organization that provides standardized legal and technical tools that enable legal sharing of cultural, educational, scientific, and other copyrighted works.
Carroll also is recognized as a leading advocate for open access over the Internet to the research that appears in scholarly and scientific journals. He has written white papers and has given numerous presentations to university faculty, administrators, and staff around the country on this issue. In addition, he serves on the National Research Council’s Board on Research Data and Information, is an Academic Fellow of the Center for Democracy and Technology, and is a member of the Advisory Board to Public Knowledge.
Prior to entering law teaching, Carroll practiced law at Wilmer, Cutler & Pickering in Washington, D.C., and served as a law clerk to Judge Judith W. Rogers, U.S. Court of Appeals for the D.C. Circuit and to Judge Joyce Hens Green, U.S. District Court for the District of Columbia. He received his A.B. (anthropology), with general honors, from the University of Chicago and his J.D., magna cum laude, from the Georgetown University Law Center.
W304 - Student Development: An Alternative to Sink or Swim
Sponsored by ASEE Board of Directors
Session Description
"Sink or Swim." For decades that policy has determined the success or failure of America's first-year engineering students. The general paradigm has been to put up a difficult challenge and "weed out" those students that don't measure up. Fortunately, engineering education in the United States is undergoing a revolution. We are in the process of a shift from the "sink or swim" paradigm to one of "student development." Engineering colleges all across the nation are revising their freshman year curricula with the primary goal of enhancing student success.
The fundamental idea of the talk is that we are often so anxious to make our new engineering students into engineers that we forget to first make them into engineering students. And that because we don't help our students become effective students, they generally perform below potential with many dropping out or changing majors. Basic concepts of "student development," which is defined as facilitating new students’ growth, change, and development in areas that will enhance their success in engineering study, will be outlined. Specific attitudes and behaviors that need to be changed will be delineated and pedagogical approaches for changing those attitudes and behaviors will be presented.
Raymond B. Landis
Dean emeritus of engineering, computer science, and technology, California State University, Los Angeles.
Raymond B. Landis is a nationally recognized expert in the field of engineering student success and a frequent invited speaker on the subject. Landis is recognized as the father of minority engineering programs (MEPs) in the United States. His “community building/collaborative learning” MEP model has been widely replicated at universities all across the nation. His experience in teaching Introduction to Engineering courses, the cornerstone of that model, led him to write his bestselling introduction to engineering textbook, Studying Engineering: A Road Map to a Rewarding Career.
He has received many honors and awards for his work, including the Presidential Award for Excellence in Science, Math, and Engineering Mentoring, and the first Wang Family Excellence Award as the outstanding administrator in the California State University System. He was cited as one of the top 100 educational leaders of the 20th century by Black Issues in Higher Education.
Landis received his B.S. and M.S. degrees from MIT and his Ph.D. degree from UCLA, all in mechanical engineering. He worked for five years at the Rocketdyne Division of Rockwell International, was an engineering professor at California State University, Northridge for 18 years, and served as Cal State L.A.’s dean of engineering, computer science, and technology for 16 years.
W340 - The Innovation Imperative: Educating Engineers who will Invent the Future
Sponsored by Entrepreneurship and Engineering Innovation Division
Session Description
Engineering innovation and entrepreneurship
The world is changing are a staggering pace, resulting in unparalleled opportunities and challenges. As a result, our engineering graduates need the knowledge, skills, and attitudes to see themselves as change agents, and to bring their ideas to life. In this talk, Dr. Tina Seelig will present a new model - the Innovation Engine - that illustrates the factors that are needed to prepare our graduates to unleash their creativity. She shows that just as the scientific method demystifies the process of discovery, their is a formal process for unlocking the pathway to invention
Tina Seelig
Executive director of the Stanford Technology Ventures Program (STVP) and director of the National Center for Engineering Pathways to Innovation (Epicenter) at Stanford University’s School of Engineering.
Tina Seelig teaches courses on creativity, innovation, and entrepreneurship in the Department of Management Science and Engineering, and within the Hasso Plattner Institute of Design at Stanford. She received the 2009 Gordon Prize from the National Academy of Engineering, recognizing her as a national leader in engineering education. Other honors include the 2008 National Olympus Innovation Award, and the 2005 Stanford Tau Beta Pi Award for Excellence in Undergraduate Teaching.
Seelig earned her Ph.D. in 1985 from Stanford University School of Medicine, where she studied neuroscience. She has been a management consultant, a multimedia producer, and an entrepreneur. Seelig has also written 16 popular science books and educational games. Her books include The Epicurean Laboratory and Incredible Edible Science, published by Scientific American; and a series of 12 games called Games for Your Brain, published by Chronicle Books. Her newest books are Wish I Knew When I Was 20 (HarperCollins 2009) and inGenius: A Crash Course on Creativity (HarperCollins 2012).
W348 - Rigor/Us: Merit Standards and Diversity in Engineering Education Research and Practice
Sponsored by Liberal Education/Engineering and Society Division
Session Description
Rigor is the aspirational quality academics apply to standards not only in engineering and engineering education, but in engineering education research. Our distinguished lecturer will critically examine rigor in three arenas:
a) The meaning of rigor across the constitutive disciplines of engineering, examining how standards shift with changes in social and historical context. The speaker will consider what constitutes rigor in relation to ABET learning outcomes, and how a broader conceptualization of rigor might lead to improved student achievement, especially in addressing core competencies such as lifelong learning, teamwork, communication, professional ethics, and design.
b) The emergence of “rigorous engineering education research” with a critical assessment of what this new conceptualization allows, and what it excludes. The speaker will discuss the conditions under which the engineering education research community adopted its current standards of rigor and compare these to standards in engineering and general (higher) education research.
c) “Who are we making engineering hard for?” What is the purpose of our current conceptualization of rigor in engineering and engineering education? In what ways does it promote and limit access to our profession? The speaker will discuss how the notion of rigor can reproduce inequality in upholding certain kinds of graduates as an implied standard in engineering.
For this talk, our distinguished speaker draws on her experiences as an engineering educator teaching in the core engineering science disciplines, and from her research into critical pedagogies as a tool for broadening participation in engineering.
Donna Riley
Associate professor of engineering, Smith College.
Donna Riley is associate professor and a founding faculty member in the Picker Engineering Program at Smith College, the first U.S. women’s college to house an engineering program. In 2005 she received an NSF Career award on implementing and assessing critical and feminist pedagogies in engineering classrooms. She holds a B.S.E. in chemical engineering from Princeton University and a Ph.D. in engineering and public policy from Carnegie Mellon University. Riley’s books include Engineering and Social Justice (Morgan and Claypool, 2008) and Engineering Thermodynamics and 21st Century Energy Problems (Morgan and Claypool, 2011). She is the 2012 recipient of the Sterling Olmsted Award from the Liberal Education/Engineering and Society Division of ASEE for “distinguished contributions to the development and teaching of liberal arts in engineering education.”
Donna Riley’s technical research combines methods in engineering and the social sciences to characterize and communicate chemical risk. She seeks to integrate quantitative modeling of chemical risks (from sources to exposure endpoints) with an understanding of the ways in which human beliefs and behavior influence risk. Past projects have involved characterizing the risks of mercury use as part of religious and folk traditions in Latino and Caribbean communities, and developing improved consumer-product warnings. She is currently collaborating with Shizuka Hsieh, associate professor of chemistry at Smith, on developing a community-based air quality research lab serving groups in western Massachusetts.
Riley’s expertise in engineering education includes implementing pedagogies of liberation, based on the work of Paulo Freire, Bell Hooks, and others. Her classes connect course material to student experience, integrate ethics and policy considerations in the context of social justice, and examine civilizations outside the Western (and male) spheres. Her classroom innovations have been compiled into a book of educational modules (Engineering Thermodynamics and 21st Century Energy Problems: A Textbook Companion for Student Engagement, Morgan and Claypool, 2012). She is active in the Engineering, Social Justice and Peace network. Riley is also deputy editor of the Journal of Engineering Education.
W364 - Exploring the Role of Men in Building a Culture of Full Inclusion Within Engineering Education and the Profession
Sponsored by Sponsored Sessions
Session Description
This workshop will encourage participants to examine their own assumptions and biases that impact their understanding of others. We will explore diversity and inclusion from a perspective of full inclusion. If academia were to work toward a goal of full inclusion, what would be the role of male educators as full partners with people of color and women to achieve that goal?
This workshop is envisioned as a two-hour plenary that is open to all conference attendees.A partnership of WEPAN, the ASEE Women in Engineering Division and other ASEE Divisions and Councils are envisioned as partners in this session, along with a a consulting organization called White Men as Full Diversity Partners.
Frank McCloskey
Retired vice president of diversity, Georgia Power.
Frank McCloskey recently retired after a 38-year career with Georgia Power, the largest subsidiary of Southern Co. From 2000 to 2010, he served as Georgia Power’s first-ever vice president of diversity and oversaw the development and implementation of management and organizational culture change affecting diversity and inclusion. Initiatives sought to build higher levels of trust and performance, elevating transparency and fairness in compensation, hiring, selection, training, and development. McCloskey serves on the board of the Anti Defamation League, the Workplace Program Advisory Council of the Tannenbaum Center for Interreligious Understanding, and the editorial board of INSIGHT into Diversity. He has received numerous awards including the American Institute for Managing Diversity’s 25th Anniversary Diversity Leader Award. During this session, we’ll explore the question: If academia were to work toward a goal of full inclusion, what would be the role of male educators as full partners with people of color and women to achieve that goal? Participants will learn about white male culture and its impact on engagement, motivation, and partnership. We’ll encourage participants to examine their own assumptions and biases that affect their understanding of others.
Sponsored by National Instruments
Session Description
From awe inspiring engineering feats such as the CERN Hadron Collider and the Red Bull Stratos’ space diving project to SpaceEx’s quest to revolutionize space travel, there’s no shortage of examples to inspire students to become engineers. We must overcome the challenges of recruitment and retention to prepare students to solve complex engineering challenges.
Recognizing that keeping students engaged with lessons that are relevant to their everyday lives is essential, learn about partnerships with universities that support programs designed to provide engaging curriculum directly linking abstract engineering concepts to impressive and dynamic real world applications.
In this session, get an overview of programs and innovative technologies you can implement today that incorporate both practical, hands-on learning experiences throughout the curriculum as well as provide the skills and knowledge to be successful in advanced research or industry.
Dave Wilson
Director of Academic Programs, National Instruments
As the Academic Program Director, Dave Wilson leads the worldwide academic relations program for National Instruments, to ensure a consistent global brand and message.
A veteran of National Instruments, he has held leadership positions in field engineering, academic and product marketing, and international sales and marketing.
As chair of the prestigious Graphical System Design Achievement Awards, he annually recognizes significant contributions to engineering and science made by NI customers around the world, many highlighting how commercially available technology can meet some of today’s greatest technical challenges.
Wilson holds a bachelor of science degree in applied physics from the State University of New York at Geneseo.
As the Academic Program Director, Dave Wilson leads the worldwide academic relations program for National Instruments, to ensure a consistent global brand message.
A veteran of National Instruments, he has held leadership positions in field engineering, academic and product marketing, and international sales and marketing.
As chair of the prestigious Graphical Systems Design Achievement Awards, he annually recognizes significant contributions to engineering and science made by NI customers around the world, many highlighting how commercially available technology can meet some of today's greatest technical challenges.
Wilson holds a bachelor of science degree in applied physics from the State university of New York at Geneseo.
Exhibitors
| 2013 ASEE Annual Conference & Exposition Exhibitors (as of 6/6/2013) | |
|---|---|
| Company | Booth # |
| ABET | 602 |
| Ability One | 935 |
| Afinia | 702 |
| Agilent Technologies | 439 |
| AfterCollege, Inc | 919 |
| Alexander Street Press | 810 |
| Altair Inc. | 806 |
| American Institute of Aeronautics & Astronautics (AIAA) | 631 |
| American Society of Civil Engineers (ASCE) | 819 |
| ARM Inc. | 707 |
| Armfield | 621/651 |
| ASCENT - Center for Technical Knowledge | 746 |
| ASME | 610 |
| ASTM International | 708 |
| Auburn University College of Engineering | 843 |
| Automation Studio (Famic Technologies) | 649 |
| AUVSI Foundation | 508 |
| Begell House Inc. | 606 |
| Bentley Systems, Inc. | 512 |
| Cambridge University Press | 938 |
| Capitol College | 751 |
| CD-adapco | 627 |
| Cengage Learning | 709 |
| Center for Engineering Learning and Teaching (CELT) | 449 |
| Clarkson University - Coulter School of Engineering | 544 |
| Clemson | 444 |
| Conference for Industry and Education Collaboration (CIEC) | 629 |
| CRC Press - Taylor & Francis Group | 817 |
| Cypress Semiconductors | 647 |
| Dassault Systemes | 712 |
| De Lorenzo USA | 739 |
| Design Assistance Corporation | 845 |
| DesignSoft | 509 |
| Digilent | 533 |
| Discovery Press | 748 |
| EDIBON-USA | 835 |
| Elsevier | 842/846 |
| Emona Instruments | 839 |
| EPICS | 630 |
| ExOne | 946 |
| Feedback | 743 |
| Florida Polytechnic University | 944 |
| Freescale | 815 |
| Frontiers in Education - University of Kansas | 511 |
| Global eTraining | 753 |
| GEARS Education Systems/DEPCO, LLC | 831 |
| German Academic Exchange Service (DAAD) | 440 |
| Hampden Engineering Corporation | 747 |
| Heliocentris Energy Systems Inc. | 542 |
| ICE Publishing | 608 |
| IEEE Xplore Digital Library | 507 |
| The Institute of Electronics, Information and Communication Engineers | 700 |
| IET USA | 941 |
| Industrial Press, Inc. | 701 |
| Institute of International Education | 932 |
| Intelitek, Inc. | 531 |
| Jackson National Life Insurance Company | 926 |
| Kaplan Engineering Education | 505 |
| Laboratory for Innovative Technology & Engineering Education - LITEE | 705 |
| Lab-Volt Systems | 547 |
| LEGO Education North America | 812 |
| leXsolar | 943 |
| Little River Research and Design | 613 |
| Louisiana Tech University | 912 |
| Lucas-Nuelle | 605 |
| Maplesoft | 415 |
| MathWorks | 713 |
| Mastercam/ CNC Software | 728 |
| McGraw - Hill | 527 |
| Mercury Learning & Information | 942 |
| Microchip Technology Inc | 726 |
| Micro-Measurements | 706 |
| Minitab | 413 |
| Momentum Press | 619 |
| Morgan & Claypool Publishers | 611 |
| National Center for Technological Literacy at the Museum of Science, Boston | 405 |
| National Center for Engineering Pathways to Innovation (Epicenter) | 417 |
| National Conference of Standards Laboratories International (NCSLI) | 923 |
| National Instruments | 421 |
| National Science Foundation | 443/445 |
| NCEES - National Council of Examiners for Engineering & Surveying | 435 |
| NSF ATE Centers (National Science Foundation Advanced Technological Education Centers) | 940 |
| Oxford University Press | 710 |
| PASCO Scientific | 434 |
| Pearson | 513 |
| PhET Interactive Simulations | 921 |
| Piazza | 930 |
| Pitsco Catalog | 504 |
| PPI | 827 |
| Price Induction | 811 |
| Project Management Institute | 604 |
| PTC | 539 |
| Purdue Engineering Education | 447 |
| Quanser Inc. | 553 |
| Redvector | 914 |
| Rigol Technologies | 821 |
| SAE International | 704 |
| SAGE | 804 |
| Scientech Technologies Pvt. Ltd | 609 |
| Seelio | 840 |
| Siemens | 742 |
| SME | 937 |
| Southern Methodist University (SMU) Caruth Institute for Engineering Education | 808 |
| Software Cradle | 916 |
| SpectraQuest | 633 |
| SPIE Digital Library | 722 |
| Springer | 922 |
| Strand 7 Pty Ltd | 516 |
| Statics.com | 519 |
| Stratasys | 546 |
| Studica, Inc | 750 |
| Sun Equipment Corporation | 601 |
| Sun Power Corp./ Creative Solar USA | 510 |
| Technical Training Aids/ SolidWorks | 939 |
| Tektronix | 730 |
| Texas Instruments | 409 |
| Time Domain | 838 |
| University of Minnesota | 448 |
| University of Tennessee College of Engineering | 931 |
| US Didactic | 639 |
| U.S. News & World Report | 917 |
| Utah State | 446 |
| Vernier Software & Technology | 718 |
| Virginia Tech | 442 |
| Visit Indy | 933 |
| Wiley | 738 |
| Wolfram Research | 918 |
| Zyante | 823 |
Sponsors
Visionary
Innovator
|
|
Pioneer
 |
|
 |
 |
Mentor
 |
 |
Educator
|
|
Engineering Education: Frankly, We Do Give a D*mn
June 23 - 26, 2013
Atlanta, Georgia
Conference Overview
The ASEE Annual Conference and Exposition is the only conference dedicated to all disciplines of engineering education. It is committed to fostering the exchange of ideas, enhancing teaching methods and curriculum, and providing prime networking opportunities for engineering and technology education stakeholders such as deans, faculty members and industry and government representatives.
The ASEE Annual Conference & Exposition hosts over 400 technical sessions, with peer-reviewed papers spanning all disciplines of engineering education. Attendees include deans, faculty and researchers, students, and retirees. Distinguished lectures run on Wednesday, and there are two Main Plenaries. In addition to various award receptions and banquets, ASEE also will feature a complimentary "Meet the Board Forum," providing the opportunity for all registrants to meet with members of the ASEE Board of Directors and discuss current issues in engineering and technology.
Highlights include the "Greet the Stars" orientation for new ASEE members and first-time conference attendees, the ASEE Division Mixer, and the "Focus on Exhibits" Welcome Reception, Brunch, Ice Cream Social and Closing Lunch. The 2013 conference will be in Atlanta, Georgia at the Georgia World Congress Center (GWCC) and the Omni Hotel at CNN Center. We look forward to welcoming you there.
- Watch videos and highlights from the conference on ASEE TV
-
ASEE 2013 Program Guide (PDF: 40MB)
- Conference Blog
- Online Session Locator
- 2013 Annual Conference Papers
- Annual Conference Highlights
- Exhibiting Companies
- Sponsors
Conference Highlights
Monday, June 24
Georgia World Congress Center, B-Thomas Murphy Ballroom
8:45 am - 10:15 am
The Main Plenary is traditionally the most highly anticipated session at the ASEE Annual Conference, with more than 2,000 attendees enjoying this important keynote address. Join your friends, colleagues, and industry partners for the official kickoff of the 120th Annual Conference and Exposition.
In what promises to be a thought-provoking talk, Al Gomez describes the perils and opportunities confronting higher education today: By 2020, a decline in white and African American enrollment could mean billions of dollars in losses. Yet institutions could reap even greater sums by making higher education more accessible to a growing population of Hispanic, Asian, and Native American students. These cost-conscious students will go where it makes the most sense, but will need multiple pathways to success, including for late bloomers. Drawing examples from Wisconsin, Gomez urges a removal of barriers to exploring STEM careers; increased emphasis on STEM for all learners; closer coordination between K-12 and higher education systems, and stronger connections between two- and four-year colleges.
Moderated by Walter W. Buchanan, President, ASEE
Plenary Speaker:
Al Gomez
Chief Academic Officer, The STEM Academy, Inc.
Alan Gregory Gomez, Ph.D, is currently the Chief Academic Officer for the STEM Academy. He is also an instructor at the University of Wisconsin in the College of Engineering. Dr. Gomez is responsible for the development and continuous improvement of the STEM Academy's internationally recognized k-16 curriculum and professional development program. Dr. Gomez has published materials in professional journals and in the Proceedings for the American Society for Engineering Education (ASEE) and presented in over 40 states at major conventions and conferences. Alan has reviewed for the ASEE conference proceedings and the National Science Foundation.
Dr. Gomez sat on the National Academy of Engineering’s committee that is charged with “Understanding and Improving K-12 Engineering Education in the United States”. Alan is a former NASA Astronaut Selection Candidate and is the principal author of "Engineering Your Future: A Project-Based Introduction to Engineering" and of "Survey of Engineering," textbooks for use at the college freshman/high school and middle school levels, respectively. Alan holds degrees from the University of Wisconsin-Stout and the University of Wisconsin-Madison. Dr. Gomez has taught at several locations including Fort Worth, TX, Minneapolis, MN, and Madison, WI including five years as a Coordinator.
T304 - Main Plenary II - Best Paper Recognition & Industry Day Session: Corporate Member Council Speaker
Tuesday, June 25
Georgia World Congress Center – Thomas Murphy Ballroom
10:30 am – Noon
The Main Plenary II is scheduled to feature presentations from a Corporate Member Council Industry Leader and ASEE President-elect Kenneth F. Galloway, and recognition of the Best Paper Award Winners from 2012. These include winners of the Best PIC Paper and Best Zone Paper awards.
Moderated by Kenneth F. Galloway, President-Elect, ASEE
Corporate Member Council Industry Leader speaker:
Alan Todd, CEO
Alan Todd is the CEO of CorpU, the world's leading corporate university research and executive education company.
Appointed by Pennsylvania Governor Tom Corbett to the Higher Education Commission, Mr. Todd helped lead efforts to improve college access and affordability in PA. Mr. Todd also serves at the University of Pennsylvania as a Wharton Entrepreneur-In-Residence, a lecturer at the Penn Graduate School of Education, and as a member of the Education Innovation Board at Arizona State University.
Prior to joining CorpU, Mr. Todd was chairman and CEO of KnowledgePlanet, a company he founded that helped launch the Online Learning revolution and grew to serving millions of people in over 150 countries. He was named Inc. Magazine / Ernst & Young Entrepreneur of the Year for High Technology. Mr. Todd served on the Board of Trustees and is a Rabinowitz Fellow at Dickinson College. He is also a trustee and founding member of The Harrisburg University of Science and Technology. He completed his doctoral coursework and holds a master's degree from The Graduate School of Education and The Wharton School of Business from the University Of Pennsylvania, and has a bachelor's degree from Lock Haven University.
NATIONAL OUTSTANDING TEACHING AWARD
Yacob Astatke, Associate Chair Electrical and Computer Engineering at Morgan State University
BEST PAPER, PIC I
Ted Eschenbach, University of Alaska, Anchorage; Neal A. Lewis, University of Bridgeport; and Yiran Zhang, University of Bridgeport
Paper: When to Start Collecting Social Security: Designing a Case Study
Session: M630 – Methods, Cases, and Directions
BEST PAPER, PIC II
Tiffany Fisher, Indiana University-Purdue University, Indianapolis; Wanda L. Worley, Indiana University-Purdue University, Indianapolis; and Eugenia Fernandez, Indiana University-Purdue University, Indianapolis
Paper: Using Web 2.0 and Social Networking Technologies in the Classroom: A Comparison of Faculty and Student Perceptions
Session: W536A - Engineering Technology Futuristic Planning
BEST PAPER, PIC III
Teodora Rutar Shuman, Seattle University, and Gregory Mason, Seattle University
Paper: Novel Approach to Conducting Labs in an Introduction to Thermodynamics Course
Session: T126 - Energy Education Courses, Labs, and Projects
BEST PAPER, PIC IV
Michael Fosmire, Purdue University, West Lafayette and David F. Radcliffe, Purdue University, West Lafayette
Paper: Knowledge-enabled Engineering Design: Toward an Integrated Model
Session: T633 – Information Literacy in Context: Enabling Real World Problem Solving
BEST PAPER, PIC V
Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; and Leslie K. Pendleton, Virginia Tech
Paper: The Effect of Cooperative Education on the Self- Efficacy of Students in Undergraduate Engineering
Session: W419 - What Are We Learning About Co-op and Experiential Education Experience?
BEST ZONE PAPER
William C. Farrow, Milwaukee School of Engineering
Paper: Project Cam-A-Rok, Engaging Mechanical Engineering Freshmen
Session: M621 - Best Zone Paper Competition
BEST CONFERENCE PAPER
Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; David L. Whitman, University of Wyoming; Jerry Carl Hamann, University of Wyoming; and Leslie K. Pendleton, Virginia Tech
Paper: The Effect of Cooperative Education on the Self- Efficacy of Students in Undergraduate Engineering
Session: W419 - What Are We Learning About Co-op and Experiential Education Experience?
FEATURING: CORPORATE MEMBER COUNCIL KEYNOTE SPEAKER
Wednesday, June 26 10:30 am - Noon
Sponsored by Engineering Libraries Division
Session Description
Engineers have been at the forefront of two movements for change inspired by the Internet’s growth: the movements for Open Access and the Open Educational Resources. They were launched by advocates who realized that the open web is the best platform for sharing the results of scientific and scholarly research and the resources used for learning in both formal and informal settings. MIT, Rice University, Carnegie Mellon University and others have played leading roles in promoting use of the open Internet. The past decade has seen significant progress for both movements, but much work remains to be done before the Internet’s full potential for improving scholarly communication and the use of educational resources has been realized. In particular, intellectual property issues have loomed large.
Professor Carroll will describe the goals of each movement, their history to date, and the possibilities and challenges that lie ahead for better adapting scholarly and educational publishing to the Internet’s potential. As an expert in intellectual property law, he will explain the role of the law in current publishing practices and how open licenses are critical components of both Open Access and Open Educational Resources. His talk will also discuss the relationship between the research literature and the materials used in massively open online courses (MOOCs) that have grown rapidly in the past year. The talk should be of interest to any engineer engaged in teaching or research.
Michael Carroll
Professor of law and director of the Program on Information Justice and Intellectual Property at American University Washington College of Law.
Michael Carroll’s research and teaching specialties are intellectual property law and cyberlaw, focusing on the search for balance over time in the face of challenges posed by new technologies. He is a founding member of Creative Commons Inc., a global organization that provides standardized legal and technical tools that enable legal sharing of cultural, educational, scientific, and other copyrighted works.
Carroll also is recognized as a leading advocate for open access over the Internet to the research that appears in scholarly and scientific journals. He has written white papers and has given numerous presentations to university faculty, administrators, and staff around the country on this issue. In addition, he serves on the National Research Council’s Board on Research Data and Information, is an Academic Fellow of the Center for Democracy and Technology, and is a member of the Advisory Board to Public Knowledge.
Prior to entering law teaching, Carroll practiced law at Wilmer, Cutler & Pickering in Washington, D.C., and served as a law clerk to Judge Judith W. Rogers, U.S. Court of Appeals for the D.C. Circuit and to Judge Joyce Hens Green, U.S. District Court for the District of Columbia. He received his A.B. (anthropology), with general honors, from the University of Chicago and his J.D., magna cum laude, from the Georgetown University Law Center.
W304 - Student Development: An Alternative to Sink or Swim
Sponsored by ASEE Board of Directors
Session Description
"Sink or Swim." For decades that policy has determined the success or failure of America's first-year engineering students. The general paradigm has been to put up a difficult challenge and "weed out" those students that don't measure up. Fortunately, engineering education in the United States is undergoing a revolution. We are in the process of a shift from the "sink or swim" paradigm to one of "student development." Engineering colleges all across the nation are revising their freshman year curricula with the primary goal of enhancing student success.
The fundamental idea of the talk is that we are often so anxious to make our new engineering students into engineers that we forget to first make them into engineering students. And that because we don't help our students become effective students, they generally perform below potential with many dropping out or changing majors. Basic concepts of "student development," which is defined as facilitating new students’ growth, change, and development in areas that will enhance their success in engineering study, will be outlined. Specific attitudes and behaviors that need to be changed will be delineated and pedagogical approaches for changing those attitudes and behaviors will be presented.
Raymond B. Landis
Dean emeritus of engineering, computer science, and technology, California State University, Los Angeles.
Raymond B. Landis is a nationally recognized expert in the field of engineering student success and a frequent invited speaker on the subject. Landis is recognized as the father of minority engineering programs (MEPs) in the United States. His “community building/collaborative learning” MEP model has been widely replicated at universities all across the nation. His experience in teaching Introduction to Engineering courses, the cornerstone of that model, led him to write his bestselling introduction to engineering textbook, Studying Engineering: A Road Map to a Rewarding Career.
He has received many honors and awards for his work, including the Presidential Award for Excellence in Science, Math, and Engineering Mentoring, and the first Wang Family Excellence Award as the outstanding administrator in the California State University System. He was cited as one of the top 100 educational leaders of the 20th century by Black Issues in Higher Education.
Landis received his B.S. and M.S. degrees from MIT and his Ph.D. degree from UCLA, all in mechanical engineering. He worked for five years at the Rocketdyne Division of Rockwell International, was an engineering professor at California State University, Northridge for 18 years, and served as Cal State L.A.’s dean of engineering, computer science, and technology for 16 years.
W340 - The Innovation Imperative: Educating Engineers who will Invent the Future
Sponsored by Entrepreneurship and Engineering Innovation Division
Session Description
Engineering innovation and entrepreneurship
The world is changing are a staggering pace, resulting in unparalleled opportunities and challenges. As a result, our engineering graduates need the knowledge, skills, and attitudes to see themselves as change agents, and to bring their ideas to life. In this talk, Dr. Tina Seelig will present a new model - the Innovation Engine - that illustrates the factors that are needed to prepare our graduates to unleash their creativity. She shows that just as the scientific method demystifies the process of discovery, their is a formal process for unlocking the pathway to invention
Tina Seelig
Executive director of the Stanford Technology Ventures Program (STVP) and director of the National Center for Engineering Pathways to Innovation (Epicenter) at Stanford University’s School of Engineering.
Tina Seelig teaches courses on creativity, innovation, and entrepreneurship in the Department of Management Science and Engineering, and within the Hasso Plattner Institute of Design at Stanford. She received the 2009 Gordon Prize from the National Academy of Engineering, recognizing her as a national leader in engineering education. Other honors include the 2008 National Olympus Innovation Award, and the 2005 Stanford Tau Beta Pi Award for Excellence in Undergraduate Teaching.
Seelig earned her Ph.D. in 1985 from Stanford University School of Medicine, where she studied neuroscience. She has been a management consultant, a multimedia producer, and an entrepreneur. Seelig has also written 16 popular science books and educational games. Her books include The Epicurean Laboratory and Incredible Edible Science, published by Scientific American; and a series of 12 games called Games for Your Brain, published by Chronicle Books. Her newest books are Wish I Knew When I Was 20 (HarperCollins 2009) and inGenius: A Crash Course on Creativity (HarperCollins 2012).
W348 - Rigor/Us: Merit Standards and Diversity in Engineering Education Research and Practice
Sponsored by Liberal Education/Engineering and Society Division
Session Description
Rigor is the aspirational quality academics apply to standards not only in engineering and engineering education, but in engineering education research. Our distinguished lecturer will critically examine rigor in three arenas:
a) The meaning of rigor across the constitutive disciplines of engineering, examining how standards shift with changes in social and historical context. The speaker will consider what constitutes rigor in relation to ABET learning outcomes, and how a broader conceptualization of rigor might lead to improved student achievement, especially in addressing core competencies such as lifelong learning, teamwork, communication, professional ethics, and design.
b) The emergence of “rigorous engineering education research” with a critical assessment of what this new conceptualization allows, and what it excludes. The speaker will discuss the conditions under which the engineering education research community adopted its current standards of rigor and compare these to standards in engineering and general (higher) education research.
c) “Who are we making engineering hard for?” What is the purpose of our current conceptualization of rigor in engineering and engineering education? In what ways does it promote and limit access to our profession? The speaker will discuss how the notion of rigor can reproduce inequality in upholding certain kinds of graduates as an implied standard in engineering.
For this talk, our distinguished speaker draws on her experiences as an engineering educator teaching in the core engineering science disciplines, and from her research into critical pedagogies as a tool for broadening participation in engineering.
Donna Riley
Associate professor of engineering, Smith College.
Donna Riley is associate professor and a founding faculty member in the Picker Engineering Program at Smith College, the first U.S. women’s college to house an engineering program. In 2005 she received an NSF Career award on implementing and assessing critical and feminist pedagogies in engineering classrooms. She holds a B.S.E. in chemical engineering from Princeton University and a Ph.D. in engineering and public policy from Carnegie Mellon University. Riley’s books include Engineering and Social Justice (Morgan and Claypool, 2008) and Engineering Thermodynamics and 21st Century Energy Problems (Morgan and Claypool, 2011). She is the 2012 recipient of the Sterling Olmsted Award from the Liberal Education/Engineering and Society Division of ASEE for “distinguished contributions to the development and teaching of liberal arts in engineering education.”
Donna Riley’s technical research combines methods in engineering and the social sciences to characterize and communicate chemical risk. She seeks to integrate quantitative modeling of chemical risks (from sources to exposure endpoints) with an understanding of the ways in which human beliefs and behavior influence risk. Past projects have involved characterizing the risks of mercury use as part of religious and folk traditions in Latino and Caribbean communities, and developing improved consumer-product warnings. She is currently collaborating with Shizuka Hsieh, associate professor of chemistry at Smith, on developing a community-based air quality research lab serving groups in western Massachusetts.
Riley’s expertise in engineering education includes implementing pedagogies of liberation, based on the work of Paulo Freire, Bell Hooks, and others. Her classes connect course material to student experience, integrate ethics and policy considerations in the context of social justice, and examine civilizations outside the Western (and male) spheres. Her classroom innovations have been compiled into a book of educational modules (Engineering Thermodynamics and 21st Century Energy Problems: A Textbook Companion for Student Engagement, Morgan and Claypool, 2012). She is active in the Engineering, Social Justice and Peace network. Riley is also deputy editor of the Journal of Engineering Education.
W364 - Exploring the Role of Men in Building a Culture of Full Inclusion Within Engineering Education and the Profession
Sponsored by Sponsored Sessions
Session Description
This workshop will encourage participants to examine their own assumptions and biases that impact their understanding of others. We will explore diversity and inclusion from a perspective of full inclusion. If academia were to work toward a goal of full inclusion, what would be the role of male educators as full partners with people of color and women to achieve that goal?
This workshop is envisioned as a two-hour plenary that is open to all conference attendees.A partnership of WEPAN, the ASEE Women in Engineering Division and other ASEE Divisions and Councils are envisioned as partners in this session, along with a a consulting organization called White Men as Full Diversity Partners.
Frank McCloskey
Retired vice president of diversity, Georgia Power.
Frank McCloskey recently retired after a 38-year career with Georgia Power, the largest subsidiary of Southern Co. From 2000 to 2010, he served as Georgia Power’s first-ever vice president of diversity and oversaw the development and implementation of management and organizational culture change affecting diversity and inclusion. Initiatives sought to build higher levels of trust and performance, elevating transparency and fairness in compensation, hiring, selection, training, and development. McCloskey serves on the board of the Anti Defamation League, the Workplace Program Advisory Council of the Tannenbaum Center for Interreligious Understanding, and the editorial board of INSIGHT into Diversity. He has received numerous awards including the American Institute for Managing Diversity’s 25th Anniversary Diversity Leader Award. During this session, we’ll explore the question: If academia were to work toward a goal of full inclusion, what would be the role of male educators as full partners with people of color and women to achieve that goal? Participants will learn about white male culture and its impact on engagement, motivation, and partnership. We’ll encourage participants to examine their own assumptions and biases that affect their understanding of others.
Sponsored by National Instruments
Session Description
From awe inspiring engineering feats such as the CERN Hadron Collider and the Red Bull Stratos’ space diving project to SpaceEx’s quest to revolutionize space travel, there’s no shortage of examples to inspire students to become engineers. We must overcome the challenges of recruitment and retention to prepare students to solve complex engineering challenges.
Recognizing that keeping students engaged with lessons that are relevant to their everyday lives is essential, learn about partnerships with universities that support programs designed to provide engaging curriculum directly linking abstract engineering concepts to impressive and dynamic real world applications.
In this session, get an overview of programs and innovative technologies you can implement today that incorporate both practical, hands-on learning experiences throughout the curriculum as well as provide the skills and knowledge to be successful in advanced research or industry.
Dave Wilson
Director of Academic Programs, National Instruments
As the Academic Program Director, Dave Wilson leads the worldwide academic relations program for National Instruments, to ensure a consistent global brand and message.
A veteran of National Instruments, he has held leadership positions in field engineering, academic and product marketing, and international sales and marketing.
As chair of the prestigious Graphical System Design Achievement Awards, he annually recognizes significant contributions to engineering and science made by NI customers around the world, many highlighting how commercially available technology can meet some of today’s greatest technical challenges.
Wilson holds a bachelor of science degree in applied physics from the State University of New York at Geneseo.
As the Academic Program Director, Dave Wilson leads the worldwide academic relations program for National Instruments, to ensure a consistent global brand message.
A veteran of National Instruments, he has held leadership positions in field engineering, academic and product marketing, and international sales and marketing.
As chair of the prestigious Graphical Systems Design Achievement Awards, he annually recognizes significant contributions to engineering and science made by NI customers around the world, many highlighting how commercially available technology can meet some of today's greatest technical challenges.
Wilson holds a bachelor of science degree in applied physics from the State university of New York at Geneseo.
Exhibitors
| 2013 ASEE Annual Conference & Exposition Exhibitors (as of 6/6/2013) | |
|---|---|
| Company | Booth # |
| ABET | 602 |
| Ability One | 935 |
| Afinia | 702 |
| Agilent Technologies | 439 |
| AfterCollege, Inc | 919 |
| Alexander Street Press | 810 |
| Altair Inc. | 806 |
| American Institute of Aeronautics & Astronautics (AIAA) | 631 |
| American Society of Civil Engineers (ASCE) | 819 |
| ARM Inc. | 707 |
| Armfield | 621/651 |
| ASCENT - Center for Technical Knowledge | 746 |
| ASME | 610 |
| ASTM International | 708 |
| Auburn University College of Engineering | 843 |
| Automation Studio (Famic Technologies) | 649 |
| AUVSI Foundation | 508 |
| Begell House Inc. | 606 |
| Bentley Systems, Inc. | 512 |
| Cambridge University Press | 938 |
| Capitol College | 751 |
| CD-adapco | 627 |
| Cengage Learning | 709 |
| Center for Engineering Learning and Teaching (CELT) | 449 |
| Clarkson University - Coulter School of Engineering | 544 |
| Clemson | 444 |
| Conference for Industry and Education Collaboration (CIEC) | 629 |
| CRC Press - Taylor & Francis Group | 817 |
| Cypress Semiconductors | 647 |
| Dassault Systemes | 712 |
| De Lorenzo USA | 739 |
| Design Assistance Corporation | 845 |
| DesignSoft | 509 |
| Digilent | 533 |
| Discovery Press | 748 |
| EDIBON-USA | 835 |
| Elsevier | 842/846 |
| Emona Instruments | 839 |
| EPICS | 630 |
| ExOne | 946 |
| Feedback | 743 |
| Florida Polytechnic University | 944 |
| Freescale | 815 |
| Frontiers in Education - University of Kansas | 511 |
| Global eTraining | 753 |
| GEARS Education Systems/DEPCO, LLC | 831 |
| German Academic Exchange Service (DAAD) | 440 |
| Hampden Engineering Corporation | 747 |
| Heliocentris Energy Systems Inc. | 542 |
| ICE Publishing | 608 |
| IEEE Xplore Digital Library | 507 |
| The Institute of Electronics, Information and Communication Engineers | 700 |
| IET USA | 941 |
| Industrial Press, Inc. | 701 |
| Institute of International Education | 932 |
| Intelitek, Inc. | 531 |
| Jackson National Life Insurance Company | 926 |
| Kaplan Engineering Education | 505 |
| Laboratory for Innovative Technology & Engineering Education - LITEE | 705 |
| Lab-Volt Systems | 547 |
| LEGO Education North America | 812 |
| leXsolar | 943 |
| Little River Research and Design | 613 |
| Louisiana Tech University | 912 |
| Lucas-Nuelle | 605 |
| Maplesoft | 415 |
| MathWorks | 713 |
| Mastercam/ CNC Software | 728 |
| McGraw - Hill | 527 |
| Mercury Learning & Information | 942 |
| Microchip Technology Inc | 726 |
| Micro-Measurements | 706 |
| Minitab | 413 |
| Momentum Press | 619 |
| Morgan & Claypool Publishers | 611 |
| National Center for Technological Literacy at the Museum of Science, Boston | 405 |
| National Center for Engineering Pathways to Innovation (Epicenter) | 417 |
| National Conference of Standards Laboratories International (NCSLI) | 923 |
| National Instruments | 421 |
| National Science Foundation | 443/445 |
| NCEES - National Council of Examiners for Engineering & Surveying | 435 |
| NSF ATE Centers (National Science Foundation Advanced Technological Education Centers) | 940 |
| Oxford University Press | 710 |
| PASCO Scientific | 434 |
| Pearson | 513 |
| PhET Interactive Simulations | 921 |
| Piazza | 930 |
| Pitsco Catalog | 504 |
| PPI | 827 |
| Price Induction | 811 |
| Project Management Institute | 604 |
| PTC | 539 |
| Purdue Engineering Education | 447 |
| Quanser Inc. | 553 |
| Redvector | 914 |
| Rigol Technologies | 821 |
| SAE International | 704 |
| SAGE | 804 |
| Scientech Technologies Pvt. Ltd | 609 |
| Seelio | 840 |
| Siemens | 742 |
| SME | 937 |
| Southern Methodist University (SMU) Caruth Institute for Engineering Education | 808 |
| Software Cradle | 916 |
| SpectraQuest | 633 |
| SPIE Digital Library | 722 |
| Springer | 922 |
| Strand 7 Pty Ltd | 516 |
| Statics.com | 519 |
| Stratasys | 546 |
| Studica, Inc | 750 |
| Sun Equipment Corporation | 601 |
| Sun Power Corp./ Creative Solar USA | 510 |
| Technical Training Aids/ SolidWorks | 939 |
| Tektronix | 730 |
| Texas Instruments | 409 |
| Time Domain | 838 |
| University of Minnesota | 448 |
| University of Tennessee College of Engineering | 931 |
| US Didactic | 639 |
| U.S. News & World Report | 917 |
| Utah State | 446 |
| Vernier Software & Technology | 718 |
| Virginia Tech | 442 |
| Visit Indy | 933 |
| Wiley | 738 |
| Wolfram Research | 918 |
| Zyante | 823 |
Sponsors
Visionary
Innovator
|
|
Pioneer
|
|
|
|
|
|
Mentor
|
|
|
Educator
|
|